Date Approved

6-8-2022

Embargo Period

6-13-2022

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Cecile H. Sam, Ph.D.

Committee Member 1

Ane Turner Johnson, Ph.D.

Committee Member 2

Hajime Mitani, Ph.D.

Keywords

ADL Peer Trainers, Case Study, high school, qualitative research, transformative learning theory

Subject(s)

Social justice and education

Disciplines

Curriculum and Social Inquiry | Secondary Education

Abstract

The purpose of this qualitative case study was to examine students experiences as Anti-Defamation League (ADL) Peer Trainers at a predominately White, suburban high school in New Jersey, including in what ways students' experiences reflected transformative learning and empowered them as social justice allies. In addition, the study explored in what ways students' experiences could inform social justice education at their high school. The findings indicate that within this context, many participants experienced at least the beginning of perspective transformation, resulting in a shift from an exclusive to an inclusive perspective and an orientation toward social justice. Further, the findings suggest that adolescence may be an asset when the goal is to teach for transformation, as some participants developed a positive self-image related to their roles, and many felt empowered by their experiences.

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